Influences Of Affective Factors On Chinese Acquisition Of Foreign Students In China

With the accelerating development of economy and culture in China as well as the international education, the number of foreign students in China is increasing significantly. The research on Chinese acquisition of foreign students in China is of great practical significance. Under the background of the globalization and mandarin fever, the related research on TCSL has gradually improved as the comprehensive research including cultural knowledge and emotional attitude recently.Affective factors play an important role in Chinese acquisition research. The empirical research in China examining the relationship between affective factors of foreign students and their Chinese acquisition is sparse, so this research is to compensate the limitations. By adopted revised scale of Emotional Intelligence Scale(EI), Language Learning Anxiety Scale and Strategy Inventory for Language Learning Scale, the research investigates the influence of affective factors on Chinese acquisition of foreign students in China who come from several universities in Hunan province.This research conducts an empirical investigation by utilizing the Emotional Intelligence Scale(EI) revised by Salovey and Mayer, Chinese Classroom Anxiety Scale designed by Horwits et al. and Strategy Inventory for Language Learning designed by Oxford as measuring tool. The participants of 251 foreign students are randomly selected from several universities. The collecting data is analyzed by Statistical Package for Social Science(SPSS17.0). Therefore, the research investigates the influence of affective factors on Chinese acquisition of foreign students in China and explores the relationship of each variable. Furthermore, the mediating effect model attempts to set up. In this model, the mediator is language learning strategy which has a predicting effect among the relationship of foreign language anxiety, emotional intelligence and HSK achievement.The findings are presented as the followings:(1) Foreign students in China are at the medium or high level of emotional intelligence. There is no significant difference on the level of age, but there is significant difference on the level of sex and high/low score groups.(2) Foreign students in China are at the moderate anxiety level. Furthermore, there is no significant difference on the level of age, but there is significant difference on the level of sex and high/low score groups.(3) It is the affective strategy that foreign students mostly make use of, and the memory strategy is regarded as the least frequently used one. Similarly, there is no significant difference on the level of age, but there is significant significance on the level of sex and high/low score groups.(4) There is a positive relationship between emotional intelligence and HSK achievement of foreign students in China. The negative relationship between foreign language anxiety and HSK achievements is also observed. In addition, it is found that there is a significant positive relationship between learning strategy and HSK achievement.